Disconnected Development? The Importance of Specific Human Capital in the Transition From Student Teaching to the Classroom

2021 ◽  
pp. 016237372110253
Author(s):  
John M. Krieg ◽  
Dan Goldhaber ◽  
Roddy Theobald
Keyword(s):  
Student Teaching ◽  
Early Career ◽  
First Year ◽  
School Type ◽  
Teacher Hiring ◽  
First Year Teachers ◽  
First Year Teacher ◽  
Policy Lever ◽  
Specific Human Capital ◽  
First Job

We use a novel database of student teaching placements in Washington State to investigate teachers’ transitions from student teaching classrooms to first job classrooms and the implications for student achievement. We find first-year teachers are more effective when they teach in the same or an adjacent grade, in the same school type, or in a classroom with student demographics similar to their student teaching classroom. We document that only 27% of first-year teachers are teaching the same grade they student taught, and that first-year teachers tend to begin their careers in higher poverty classrooms than their student teaching placements. This suggests that better aligning student teacher placements with first-year teacher hiring could be a policy lever for improving early-career teacher effectiveness.

scholarly journals Challenges for New Teachers and Ways of Coping with Them

2017 ◽  
Vol 6 (3) ◽  
pp. 265 ◽  
Author(s):  
Samantha L. Dias-Lacy ◽  
Ruth V. Guirguis
Keyword(s):  
Qualitative Research ◽  
Administrative Support ◽  
Experienced Teachers ◽  
Mentoring Programs ◽  
First Year ◽  
First Year Teachers ◽  
Ways Of Coping ◽  
First Year Teacher ◽  
The Impact ◽  
Research Analysis

The first year of a teacher’s career can determine their longevity within the field of education. The issues of first year teachers were analyzed through a grounded theory qualitative research analysis. The results of this study indicate that a first year teacher may feel stress, lack appropriate support, and may feel unprepared to handle behavioral and academic issues among their students. Based on the literature review, the implementation of mentoring programs between new and experienced teachers not only benefited novice teachers but guided them to cope and face the anxieties during the first year in the classroom. Further implications are presented in the regarding some mentoring programs and the impact for first year teachers when not implemented due to limited funding and/or lack of administrative support.

Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools

2015 ◽  
Vol 52 (7) ◽  
pp. 799-828 ◽  
Author(s):  
Joan L. Whipp ◽  
Lara Geronime
Keyword(s):  
Urban Schools ◽  
Student Teaching ◽  
Teacher Education Program ◽  
Binary Logistic Regression ◽  
Urban School ◽  
Early Career ◽  
High Poverty ◽  
K 12 ◽  
First Job ◽  
Job Location

Correlation analysis was used to analyze what experiences before and during teacher preparation for 72 graduates of an urban teacher education program were associated with urban commitment, first job location, and retention in urban schools for 3 or more years. Binary logistic regression was then used to analyze whether urban K-12 schooling, volunteer service, and student teaching in a high-poverty urban school predicted urban commitment, employment, and retention for at least 3 years in an urban school. The regressions revealed that all three factors predicted strong urban commitment and that urban commitment strongly predicted first job location and retention.

Feeling Like a First Year Teacher

2011 ◽  
pp. 42-57
Author(s):  
Lloyd P. Rieber ◽  
Gregory M. Francom ◽  
Lucas John Jensen
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching Style ◽  
First Year ◽  
College Instructors ◽  
First Year Teachers ◽  
Teaching Experiences ◽  
Face To Face ◽  
Online Technology ◽  
First Year Teacher

An ever increasing number of college instructors are finding themselves asked or required to teach online. While some embrace this opportunity, others are making this transition with some reluctance. The move from face-to-face to online teaching can be difficult, and unprepared instructors may become discouraged or, even worse, may allow mediocrity to creep into their teaching. In this chapter, a different perspective is offered to instructors who are experienced, but new to online learning to help them make the adjustment—imagining once again themselves as first year teachers. Doing so should help them to revisit the enthusiasm, daring, exhilaration, and yes, even terror that they experienced when they first began teaching. Three fundamental principles are offered to guide college teachers in their earliest online teaching experiences. Examples are provided to show how one instructor found innovative ways to use online technology that were consistent with his teaching style.

A New Teacher Learning to Share Responsibility with Children

2001 ◽  
Author(s):  
Jessica Seaman
Keyword(s):  
Student Teaching ◽  
College Education ◽  
New Teacher ◽  
First Year ◽  
Experienced Teacher ◽  
Text Book ◽  
Phone Calls ◽  
First Year Teacher ◽  
How People Learn ◽  
Natural Way

As a first-year teacher, I sometimes felt that I was learning more than my students. I learned more about teaching and how people learn in my first year of teaching than I had in my five years of college education. Maybe that’s because some of my training at two different universities actually conflicted with OC philosophy. My training had taught me that my students really couldn’t learn unless I was in total control of my classroom, but the more control I used in my classroom, the less my students learned (and the less fun we all had). I remember giving a lesson that I thought went really well during my student teaching at another school. Later, an experienced teacher told me that I had not been strict enough in enforcing the classroom rules, because some of the students were reaching into their desks or fidgeting with things while I was up in front teaching. So I put into practice the “listening position,” an idea I had heard about in my management class. The “listening position” had four rules that every student had to follow while anyone was up in front of the class. First, everyone needed to be sitting flat on their bottom on their chair, with the chair on all four legs and under the desk as far as it would go. Second, the tops of the desks had to be completely clear, leaving no room for distractions. Third, everyone’s hands had to remain on the desk at all times. If a student needed an item in his desk (even a pencil or text book), he needed to raise his hand and ask permission. Fourth, all eyes had to be looking forward. A very natural way to learn, don’t you think? I am sure it felt more like being in a prison. The consequence for not being in “listening position” was getting your name on the board. As subsequent infractions occurred and checks were added to your name, things started to happen— phone calls to your parents, being removed from class, being taken to the principal’s office, and so on.

Clinging to the Edge of Chaos: The Emergence of Practice in the First Year of Teaching

2018 ◽  
Vol 120 (7) ◽  
pp. 1-32
Author(s):  
Kathryn J. Strom ◽  
Adrian D. Martin ◽  
Ana MarÍa Villegas
Keyword(s):  
New Teachers ◽  
Teacher Practices ◽  
Teaching Profession ◽  
First Year ◽  
First Year Teachers ◽  
Student Centered ◽  
Organizational Challenges ◽  
First Year Teacher ◽  
Transition Into Teaching ◽  
Systems View

Background/Context New teachers must cope with various instructional, personal and organizational challenges, an experience that often leads to difficulties enacting innovative, student-centered instructional practices learned in their preservice programs and contributes to high rates of teacher attrition. Purpose Drawing on complexity theory, this review of empirical research takes an organizational or “systems” perspective on the experiences of first-year teachers as they transition from preservice education to the teaching profession. In so doing, we aim to shift away from constructions of the teacher as an autonomous actor and instead build a more complex, nuanced, and layered understanding of the multidimensional influences that work together to shape the practices of novice teachers. Research Design We conducted a metasynthesis of 46 studies that met the following criteria: (a) were focused on first-year teachers, (b) offered sufficient description of participants’ professional practices, (c) featured participants who attended a university-based preparation program, and (d) were conducted since 1990. We first recorded each study's methods, findings, and descriptions of first-year teacher practices. As a second level of analysis, we used a complexity lens to identify the systems comprising first-year teacher practices, noting how those systems and their component or elements interacted to shape first-year teaching. Findings/Results We found that common patterns of interactions between and among systems of first-year teaching—including the teacher herself, the classroom, the school, and the larger district, state, and federal environments—tend to reinforce traditional, teacher-centered practices. Yet, in some studies, conditions surfaced that enabled participants’ to enact student-centered and equity-minded teaching practices learned in their preservice programs. Conclusions/Recommendations Authors suggest that taking a complex systems view of beginning teaching, rather than singularly focusing on the teacher's actions out of context, can reveal opportunities for fostering more supportive, enabling conditions for new teachers to enact innovative practices that many preservice programs promote and experience a smoother transition into teaching.

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